ng
in this chapter. (1) The students should not be called upon in any
regular order. (2) If at all possible, each student should be called
upon during each recitation. (3) The question or topic should be
stated, and then after a brief pause a particular student should be
called upon to recite. (4) The question or topic should not be
repeated. (5) The student should not be helped. (6) The question
should be so definite as to admit of only one answer. (7) "Fact"
questions and topical discussions should be interspersed. (8)
Irrelevant discussion should be eliminated. (9) The thoughtful
attention of the entire class and an opportunity for all to
participate may be secured by interrupting a topical discussion and
asking another to continue it. (10) Clear, correct and concise answers
should be insisted upon. (11) In topical discussions the facts should
be stated in a logical order. (12) Commend any exceptionally good
answer.

=Assigned reading=

A student is sometimes required to read an assigned chapter in a book
or some particular article in a technical journal as a supplement to a
lecture or a textbook. Sometimes the whole class has the same
assignment, and sometimes different students have different
assignments. Each student should be quizzed on his reading, or should
be required to give a summary of it. The method of instruction by
assigned reading is most appropriate when the lecture presentation or
textbook is comparatively brief. This method is only sparingly
permissible with an adequate textbook.

=Laboratory work=

The chief purpose of laboratory work is to illustrate the principles
of the textbook and thereby fix them in the student's mind. The
manipulation of the apparatus and the making of the observations is
valuable training for the hand and the eye, and the computation of the
results familiarizes the student with the limitations of mathematical
processes. The interpretation of the meaning of the results cultivates
the student's judgment and power of discrimination, and the writing up
of the report should give valuable experience in orderly and concise
statement. Sometimes the student is not required to interpret the
meaning or to discuss the accuracy of his results, and sometimes he is
provided with a tabular form in which he inserts his observed data
without consideration of any other reason for securing the particular
information. He should not be provided with a sample report nor with a
tabular form,